Not exact matches
He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high -
expectation techniques practiced by
educators like Jaime Escalante and Rafe Esquith are not promising
models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.
As these new
models have emerged,
educators have been required to hone their skills and adapt to ever changing sets of priorities, needs and
expectations.
Through an advisory council of business leaders, community members and
educators, increased funding for professional development, the designation of teacher leaders to lead the work, and
expectations of central office to partner with the school in development of the work (among other things), we created a
model for other high schools to follow.
More
modeling to explicitly show
educators what is expected and coaching on how to go about implementing those
expectations.
Visionary leader with high
expectations and successful administrative experience Willing and able to be a visible community leader Strong working knowledge of community relations, program evaluation, finance, school law, collective bargaining, personnel recruitment, selection, and retention Desire to build upon a record of continuous academic improvement and success Sensitivity to the total needs of all socio - economic and cultural backgrounds pertaining to students, parents,
educators, and support staff Individuals who possess,
model, and expect fairness, honesty, and integrity
LDC works with a variety of stakeholders — states, districts, partnering organizations, schools, and individual teachers — to enable all
educators to
model, lead, and succeed in implementing the high
expectations embodied in the CCRS as they accelerate their own professional growth and increase student outcomes.